PROFESSIONAL LEARNING

PLAN
Assessment 1

EDFD462
Transition into the Profession

Name:
Stephanie McInnes
S00229871
Rationale (522 words)
Professional learning is essential for teachers to involve themselves in. Every teacher must

be open to being an ongoing learner who is willing to develop skills and knowledge in all

areas. As educational philosophies, curriculum and teachers are continuously changing, it is

essential for those educating others to educate themselves with updated and upcoming

information. While learning never stops, engaging in professional learning allows educators

to broaden their knowledge and views; therefore, enhancing teaching strategies, skills,

resources and materials. Collaborating with colleagues, families and children/students will

add value to planning and learning as it informs us of modern technique and interests of the

child. What is known as ‘the modern child’ is constantly changing through influences such as

family, societal expectations, governments and time (Clark, R., 2010).

It is important to be a teacher, in your career and personal life, to share what you know with

those around you, inspiring them to want to know more (State of Government of Victoria,

2019). While it is crucial to be constantly learning, educators also need to be critically

reflecting on practices. Reflection is known as one of the most important aspects of teaching

and learning and must be done accurately and continuously. (Ghaye, T., 2010). Through

accurate and continuous professional reflect, educators can develop new skills and analyse

the effectiveness of their teaching.

The Australian Professional Standards for Teachers define the “work of teachers and make

explicit the elements of high-quality, effective teaching in 21st century schools that will

improve educational outcomes for students” (Australian Institute for Teaching and School

Leadership, 2011, p.3). The standards are aligned to support and critique professional

knowledge, professional practice and professional engagement.

The 3 focus areas in this Professional Learning Plan (PLP) were chosen after completing

previous primary and early childhood practical experiences. These are areas I feel I did not

demonstrate effectively, or I cannot yet practice effectively at a graduate level. These include

standard 1.6 Strategies to support full participation of students with disability, Standard 4.4

Support student safety and Standard 5.5 Report on student achievement (Australian Institute
of Teaching and School Leadership (AITSL), 2011). Through focussing on these areas, I will

develop my knowledge in a variety of ways. I will use reflective practices (referring to

previous experiences and documentation including planning, reflecting and feedback form

supervising teachers), research accordingly and seek professional advice or learning where

necessary. I intend on using these focus standards as a guide for where to start enhancing

my skills and knowledge, to benefit any young learner, I will impact in the future. In the

future, I intend on building connections to develop my knowledge with teachers, parents and

specialists in any educational setting, developing my professional knowledge.

I will develop my understanding and methods of differentiation in educational settings. My 3

focus areas involve the use of differentiation, needing adaptation and/or consideration to

learning abilities or disabilities. Effective teaching is “a combination of good teaching and

sensitivity to your students” (Woolfolk & Margetts, 2016 p.465). Through differentiating

teaching methods and lesson activities, students of all abilities are considered. This can be

done by modifying learning environments, presentation and content.

Professional Learning Action Plan

Focus Area Number One Domain: Professional Knowledge

Standard Know students and how they learn
Focus 1.6 Strategies to support full participation of students with disability
area
Graduate Demonstrate broad knowledge and understanding of legislative requirements and
descripto teaching strategies that support participation and learning of students with disability
r
Current Knowledge, Skills, Attributes & Strategies:

During my time at university, through designing unit and lesson plans, activities for diverse needs
and inclusive units, I have created lessons with, or with the ability to change to cater for children
with disabilities. I have developed my understanding of how differentiation is important in planning
for children with disabilities through:
- Completing previous practical placements – Throughout these experiences, (specifically
learning and working with students and children who are challenged or gifted in
understanding concepts or regulating emotions, designing unit and lesson plans and
observing teachers methods), I have been able to develop my understanding of diagnosis and
the learning curve for educators; witnessing and the first indications of early intervention
requirements. These experiences have allowed me to gain some knowledge of early
intervention and how they interact with children or students and how differentiation can
positively affect one’s learning. (see appendix 2, 4, 9)
 
- Completing university requirements – Through the units, I have completed at university,
tasks completed involved researching, reporting and designing unit and lesson plans. I have
been involved in some school visits to engage and teach students (see appendix 1). Each of
these visits have taught me something new about interacting and teaching students.
Designing, planning and implementing unit plans and lesson, I have gained knowledge of
varied teaching strategies. Teaching strategies such as interactive, independent, teacher
modelling, pictorial etc. each of these targeting different students. I have developed a basic
understanding of the importance of learning about disability in mainstream schools and
teaching students about disability in these schools. 

Rationale for Choice of Focus Area:

As I have come in contact and communication with children and students who require specific
attention to learn, I have gained an interest in how to address specific needs and feel it is my
responsibility to gain a greater understanding on how to accomplish this before graduating to be a
teacher. I feel it is crucial to learn and know as much as possible, so children and students are not
experiencing a gap in their education or discriminatory practices when living with a disability.

Through interacting with and witnessing professional interaction with some children and students
who have undiagnosed and diagnosed intellectual and physical disabilities, I can understand the
relief it can give families and the child when a diagnosis is given when teachers communicate
observations, but also the challenges it can cause. I understand parents and educators must have
a relationship to benefit the child and their development.
As a pre-service teacher, I need to be aware of the potential needs and struggles to be able to
accommodate and/or provide resources to those who need them.
Educating staff and children in mainstream schools is essential in acceptance of disabilities for all
lives.
By educating the adults, they can help the students and by educating students we can impact a
positive outlook of disability and how we can help, educate future members and leader of society
and their view on peers.

Learning Goals (You may have 2 or 3)

Goal 1
Conduct research into special needs plans and how teachers use them

Goal 2
Learn more about disability in schools, involving education

Goal 3
Create a list for my knowledge of disabilities and how to identify them
Barriers/Concerns
 Information may be confidential against pre-service teachers like myself on placement 
 Finding reliable and updated information on educating children in mainstream school and
special schools
 Information is very in-depth and time-consuming as every case is different 
 Not having communication or contact with someone with a disability other than placements

Plan of action/Relevant Resources

Goal 1
Conduct This website will start my research and lead to my professional understanding of
research into special needs and being able to analyse behaviours in a classroom that could
special needs potentially need assistance
plans and how https://www.vit.vic.edu.au/professional-responsibilities/special-needs-plan
teachers use
them

Goal 2
Learn more Register and sign up for e-learning on National consistent collection on data with
about disability school students with disability.
in schools, Course – Disability Standards for Education for Primary Schools
involving https://www.nccd.edu.au/professional-learning/disability-standards-education-
education. primary-schools
This will involve Complete by 1st May 2020
teaching myself
and finding
resources to
develop my
knowledge of
disability in
schools.

Goal 3 This will continue to develop throughout my career. It will involve researching
Create a list for using books and the internet.
my personal I will begin this by creating a personal notebook of my findings and experiences
knowledge of and add to it throughout my professional development experiences.
disabilities and https://www.who.int/en/news-room/fact-sheets/detail/disability-and-health
how to identify
them https://www.dss.gov.au/our-responsibilities/disability-and-carers/program-
services/for-people-with-disability/better-start-for-children-with-disability-
initiative/reviewing-the-evidence-on-the-effectiveness-of-early-childhood-
intervention
(Continuous)
 Focus Area Number Two: Domain: Professional Practice
Standard 4 Create and maintain supportive and safe learning environments

Focus 4.4 Maintain student safety

Area

Graduate Describe strategies that support students’ wellbeing and safety working within school
descripto and/or system, curriculum and legislative requirements.
r

Current Knowledge, Skills, Attributes & Strategies

Throughout my time studying at university, everything I have learnt has been in the best interest of
children or students. Engaging in my previous placements I have experienced precautions and
policies put in place to maintain the safety of students. I have developed an understanding of how
teachers implement this through monitoring supervision (e.g. yard duty, excursion, signing in and out,
parent identification and staff to student ratio), education (respectful relationships and sex
education), protection and support. (see appendix 8 and 10) I have engaged in practices involving
these as a pre-service teacher, learning their methods and importance. Through one of these units, I
volunteered as staff on a camp with the main goals to protect children from harm as their
backgrounds varied from abuse and neglect. Their values were to build positive attitudes toward
each other, promoting love, Christianity and happiness. (see appendix 11)

Whilst at university, I have completed units involving health and wellbeing of children, curriculum,
planning, strategies such as observation, assessment for and of learning and students rights. These
have developed my understanding of how students have the right to feel safe and secure in their
learning environment. (See appendix 12)
Rationale for Choice of Focus Area
Through my studies, I have heard many stories and experiences of other pre-service teachers and
teachers of students not being given the opportunity to develop in a safe and secure environment. I
have developed a passion for respecting students and children and their right feel important.
Through my studies I have gained great respect for students and how they manage during school,
some of them going through hard times at home and not showing it. I believe as a pre-service
teacher, it is my responsibility to do everything in my power to ensure all children and students feel
they have a voice, respect and are welcome to share during their time in school. I have chosen to
develop my knowledge and skill level of maintaining safety for children as I see it as such a broad
topic, including physical safety, monitoring comments, protection of wellbeing, safety from mature
themes and bullying within school environments.

Personal experience in relation to this focus area occurred whilst I was on placement in upper
primary. There were issues with students in the class disarming the safety restrictions in their iPads
whilst at school and home. This was a whole school issue and allowed them to view inappropriate
materials using the internet. As this was the first time, I heard of students disregarding restrictions, it
sparked an interest in how to prevent such materials from being available to children of this age. I
would like to know more about restrictions, security and monitoring ICT in a classroom when each
child has their own device. (not documented as confidential)
Learning Goals (You may have 2 or 3)
Goal 1
Gain an understanding of the legislative requirement for primary school and early childhood

Goal 2
Develop knowledge and skills to use ICT in the classroom and the safety precautions
Barriers/Concerns
 PDs can be expensive or not available for a pre-service teacher like myself

 Maintaining the use of every device in a classroom is impossible it involves trust and respect
between students and teacher, and I have to work harder to gain that as a pre-service
 teacher
Plan of action/Relevant Resources
Goal 1
Gain understanding of Read through curriculum and learn about the management and usage of
legislative requirement for ICT in schools.
primary school and early https://www.australiancurriculum.edu.au/f-10-curriculum/general-
childhood capabilities/information-and-communication-technology-ict-capability/
Complete by 1st April 2020

Goal 2
Develop knowledge and Use resources and digital learning to educate myself
skills to use ICT in https://www.education.vic.gov.au/school/teachers/tea
classroom and the safety chingresources/digital/Pages/safety.aspx
precautions Research through eSafety programs of
https://www.esafety.gov.au/educators/training-for-
professionals/pre-service-teacher-program

Complete by 1st June 2020

eSafety Commissioner Talk – university provided

Completing on 31st March 2020

Focus Area Number Three: Domain: Professional Practice

Standard 5 Assess, provide, feedback and report on student learning

Focus Area 5.5 Report on student achievement

Graduate Demonstrate understanding of a range of strategies for reporting to students and

descriptor parents/carers and the purpose of keeping accurate and reliable records of student
achievement.
 Current Knowledge, Skills, Attributes & Strategies

While I have been at university, I have gained knowledge of my studies through research and documentation.
I have learnt how to reflect and analyse my learning through cross-referencing and looking back at notes that
I have taken.
By completing my units over the duration of my course, I have gained an understanding and some knowledge
of how to record taking can help reflect on students’ progress in learning as well as informing planning.
By participating in units and practical placements I have seen different forms of students feedback (reports,
tests, comments, verbal and presented), communication and progress acknowledgements. These examples
of highlighting students achievements have been both beneficial and non-beneficial. I have developed
relationships with parents and staff and communicated the necessary information. (see appendix 6, 9 and 10)

Rationale for Choice of Focus Area

I have chosen to focus on the reporting of student achievement as, while I feel I have seen things done and
used for this purpose, I do not feel I could achieve reporting on my own. I would like to gain more knowledge
on how to complete the process of reporting using reliable resources and documenting student achievements
rather than the benefits of doing so.

I believe I have a good memory and am able to understand or begin to determine how a student learns/acts
rapidly, however when it comes to recording them, I am not certain I could document them professionally, to
then communicate them with anyone who may need to know.

Throughout my professional practical experiences, I have seen and spoken to supervising teachers about
their documentation, however not fully gained an understanding of, or attempted at doing so myself. I
understand the importance of recording as educators in early childhood and primary use their notes to plan,
however, I do not know what that looks like in reality. As shown in the reflection of my sequence of maths
lessons, my supervising teacher highlighted the importance of repetition, to ensure students understand and
can implement tasks.(see appendix 7) She gained this knowledge through her understanding of analysing
students’ questioning and progression in the lesson, whereas I did not see that without her comments.

I feel I have not demonstrated this standard requirement at the level of a graduate teacher level as I have
received feedback of a lower score than other standards in placement reports and verbal communication.
This is something I will work on as I think I can develop my skills communicating feedback and gaps in
knowledge of students. (See appendix 2,3 and 4 compared and 7)

Learning Goals (You may have 2 or 3)

Goal 1
Gain an understanding and develop a list of ways to report student achievement

Goal 2
Know when and how to document when taking a lesson and being able to use those reflections to guide
effective planning.

Barriers/Concerns

Each lesson and class is different so it can be difficult to gauge if I am progressing in my ability to document
when students’ may be performing at different levels on each of my placements.

Placements may not allow me to complete official reporting methods such as marking tests or writing reports.

Plan of action/Relevant Resources

Goal 1
Gain an Read Education and Training’s policies about Reporting Student Progress and
understanding Achievement
and develop a https://www.education.vic.gov.au/school/principals/spag/curriculum/Pages/reporting.aspx
list of ways to
report student
achievement

Goal 2 Review documentation I have previously done and use recent documenting to inform where
Know when I need to improve
and how to
document Use different reporting and documenting methods I have not tried before such as examples
when taking a from Department of Education
lesson and https://www.education.vic.gov.au/school/principals/spag/curriculum/Pages/resources.aspx
being able to
use those
reflections to
guide effective
planning.
References

Australian Curriculum, Assessment and Reporting Authority (ACARA).  Information and

Communication Technology (ICT) Capability. Retrieved from

https://www.australiancurriculum.edu.au/f-10-curriculum/general-

capabilities/information-and-communication-technology-ict-capability/

Australia Institute for Teaching and School Leadership (AITSL) (2011). Australian

Professional Standards for Teachers. Retrieved from

https://www.aitsl.edu.au/teach/standards

Churchill, R. (2016). Teaching: making a difference. Chapter 5: Learner diversity, pedagogy

and educational equity. 3rd ed. Milton, Qld Wiley

Clark, R. (2010). Childhood in society for early childhood studies. London: Sage

Publications. e-book. Retrieved from https://ebookcentral-proquest-

com.ezproxy2.acu.edu.au

Garland, T. (2011). Self-regulation in children : Keeping the body, mind and emotions on

task in children with autism, ADHD or sensory disorders (Video journal of counseling

and therapy). Eau Claire, WI: CMI/Premier Education Solutions.

Ghaye, T. (2010). Teaching and Learning through Reflective Practice A Practical Guide for

Positive Action (2nd ed.). Hoboken: Taylor and Francis

McCartney, K. (2008). Family Influences on Early Development: Integrating the Science of

Normative Development, Risk and Disability, and Intervention. In Blackwell

Handbook of Early Childhood Development (pp. 44-61). Oxford, UK: Blackwell

Publishing.

Ministerial, Council on Education, Employment, Training and Young Affairs. (2008)

Melbourne Declaration on Education Goals for Young Australians. Melbourne.

Retrieved from https://eric.ed.gov/?id=ED534449

Woolfolk, A., & Margetts, K. (2016). Educational psychology (4th ed.). Pearson Education

Australia.

Resources

Raising Children (2006-2020). The Australian Parenting Website. Retrieved from

https://raisingchildren.net.au/disability/school-play-work/learning-behaviour/teaching-

skills-to-children-with-disability

State Government of Victoria. Australia. (2019). Retrieved from

https://www.education.vic.gov.au/about/careers/teacher/Pages/careers.aspx

https://www.education.vic.gov.au/school/principals/spag/curriculum/Pages/reporting.a

spx

https://www.education.vic.gov.au/school/principals/spag/curriculum/Pages/resources.

aspx

Victorian Institute of Teaching (VIT). Special Needs Plan (2020). Retrieved from

https://www.vit.vic.edu.au/professional-responsibilities/special-needs-plan

Nationally Consistent Collection of Data on School Students with Disability (NCCD). NCCD
and supporting students with disability. (2020).
https://www.nccd.edu.au/professional-learning/disability-standards-education-primary-

schools

World Health Organization (WHO) (2020). Retrieved from https://www.who.int/en/news-

room/fact-sheets/detail/disability-and-health

Australian Government Department of Social Services. Disability and Carers. Reviewing the

evidence on the effectiveness of early childhood intervention. Retrieved from

https://www.dss.gov.au/our-responsibilities/disability-and-carers/program-

services/for-people-with-disability/better-start-for-children-with-disability-

initiative/reviewing-the-evidence-on-the-effectiveness-of-early-childhood-intervention
Appendices
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.